The Level of Performance of Sped Students: A Basis For A Contextualized Module For Sped Secondary

Abstract

INTRODUCTION

Fundamental to Special Education Transition Program is developing self-reliance. Thus, skills development should be at the core of the program. This study was conducted to determine the Sped teachers’ profile, the level of performance of Learners with Special Educational Needs. Specifically, it determined 1) the teachers’ profile in terms of 1.1 professional/academic qualification; 1.2 work experience;1.3 related training and seminars; 2) the present level of performance of learners with special educational needs in terms of 2.1 functional literacy; 2.2 prevocational competencies; 3) what localized module can be crafted to be used for Learners with Special Educational Needs.

METHODS

This study employed the descriptive method through quantitative research. The participants of the study involved 70 respondents. Particularly 10 teachers handling Sped, and 60 Learners with Special Educational Needs in General Emilio Aguinaldo National High School, Imus City, Cavite.

RESULTS

The following were revealed by this study: 90% or most of the teachers handling Sped lack the academic qualification and teaching experience in Special Education, and 80% of the teacher-respondents have no training or seminar in Sped at all. The present level of performance of the learners in different skills showed clerical as the least mastered skill being ranked 1 with 25%, laundry as ranked 2 with 30%, housekeeping ranked 3 with 33.33%, numeracy ranked 4 with 41.17%, cookery ranked 5 with 43.33%, and language and self-help ranked 6 and 7 with 50% and 68.33%, respectively. Based on the results, the following conclusions were drawn: most of the teachers handling Special Education lack the academic qualification, training, especially teaching experience. The present level of performance of the learners is a result of 2 years without a curriculum, no mastery of skills due to lack of specific competency. The findings on the present level of performance of the learners may be used in developing a contextualized module.

DISCUSSIONS

Based on the findings and conclusions, the following are recommended: The Department of Education Division level or the school should offer free seminars and training to teachers prior to the opening of the program or school year. Special Education teachers should pursue Master’s Degree in Sped in order to fully understand and accept the nature of Special Education. Training in at least one Vocational or Technical course should be offered to Sped teachers to fully qualify them to teach pre-vocational skills to Learners with Special Educational Needs.